Effects of Wearable Hybrid AR/VR Learning Material on High School Students’ Situational Interest, Engagement, and Learning Performance: the Case of a Physics Laboratory Learning Environment

This study investigates the effect of incorporating different learning materials (paper textbooks, wearable AR material, and wearable hybrid AR/VR material) in a physics laboratory education on the situational interest, engagement, and learning performance of high school students. The study utilized a quasi-experimental research design. The participants were 105 students, who were assigned to three groups: the traditional learning group, wearable AR group, and wearable hybrid AR/VR group. The instruments included a situational interest scale, an engagement scale, a learning performance test, and an open-ended questionnaire. The results showed that the situational interest and learning performance of the wearable hybrid AR/VR group were significantly higher, compared with that of the traditional learning group. The engagement of the wearable hybrid AR/VR group was significantly higher, compared with that of the other two groups. The wearable hybrid AR/VR material increased situational interest, engagement, and learning performance in the physical laboratory course. This study suggests that instructors can use wearable hybrid AR/VR to enhance situational interest, engagement, and learning performance among learners in science laboratory learning environments.